LESSON PLAN
Name: Deborah L. Ford
WGU Task Objective Number:603.2.3-04, 602.3.22-08
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GENERAL INFORMATION |
Lesson Title & Subject(s): Area of Parallelograms and Triangles
Topic or Unit of Study: Geometry
Grade/Level: 9th
Instructional Setting:
Classroom with desks, teacher computer, Smart Board, and chalkboards.
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STANDARDS AND OBJECTIVES |
Your State Core Curriculum/Student Achievement Standard(s):
1. The student will use formulas to represent the area of geometric two-dimension figures. (Oklahoma State Department of Education, 2012)
a. Given a set of two-dimension figures, the student will explain in writing the steps necessary to find the area of a simple two-dimensional figure, 8 of 10 attempts.
b. Given a set of two-dimension figures, the student will demonstrate skill mastery by applying
the correct formula when translating a word problem to numeric expression, 8 of 10 attempts.
c. Given a figure and some of the information for area of a two- dimension figure, the student
will apply the formula and find the missing information 8 of 10 attempts.
.
Lesson Objective(s):
The students will understand and be able to use formulae for area of parallelogram or triangle with 80% accuracy on a quiz or assignment.
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MATERIALS AND RESOURCES |
Instructional Materials:
Square piece of paper--4x4 inches, ½ envelop, vocabulary foldable, scissors, textbook, pencil, tangram puzzles.
Resources:
www.nlvm.usu.edu
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INSTRUCTIONAL PLAN |
Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):
Students will need to know how to find area of squares and rectangles, vocabulary associated with rectangles and squares.
New vocabulary—base of parallelogram, height of parallelogram, base of triangle, height/altitude of a triangle.
1. Pre-assessment; 30 min.
2.Teacher lead class through cutting a square of paper into the seven parts of a tangram.5 min.
3. Assist students as necessary to completing a tangram puzzle, making different animal shapes using the seven tangram pieces.15 min.
4. Teacher lead students through vocabulary and diagrams illustrating vocabulary. 15 min.
5. Examples of finding the area and perimeter of parallelograms and triangles. Examples of area and height or base, then using known facts to find unknown facts.
Worksheet over finding area of parallelograms and triangles, using the given information to find unknown/missing information.
“Ticket Out the Door” This is an activity that summarizes the lesson in the students’ own words. It gives them an opportunity to express their feelings about the lesson and ask questions they were too afraid to ask in front of their peers.
Pedagogical Strategy (or Strategies):
Today’s lesson was direct instruction and whole group activities.
Differentiated Instruction:
Differentiation will be made through use of repeated instructions, manipulatives, a Smart-Board activity and individual questioning and answers. Teacher modeling will also be utilized.
Student Assessment/Rubrics:
Informal observations will be used to determine comprehension of skills today. Because the pre-assessment will take up most of the class time, assessment will be informal observations, and student responses on their “Ticket Out the Door” cards.
LESSON PLAN
Name: Deborah L. Ford 201833
WGU Task Objective Number: TWS 4
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GENERAL INFORMATION |
Lesson Title & Subject(s): Formulas to find the area of Trapezoids, Rhombi, and Kites
Topic or Unit of Study: Geometry—Area of special quadrilaterals
Grade/Level: 9th
Instructional Setting:
Classroom, 15 students, seated in rows, for review assessment the students will sit with a partner.
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STANDARDS AND OBJECTIVES |
Your State Core Curriculum/Student Achievement Standard(s):
1. The student will use formulas to represent the area of geometric two-dimension figures. (Oklahoma State Department of Education, 2012)
a. Given a set of two-dimension figures, the student will explain in writing the steps necessary to find the area of a simple two-dimensional figure, 8 of 10 attempts.
b. Given a set of two-dimension figures, the student will demonstrate skill mastery by applying
the correct formula when translating a word problem to numeric expression, 8 of 10 attempts.
c. Given a figure and some of the information for area of a two- dimension figure, the student
will apply the formula and find the missing information 8 of 10 attempts.
Lesson Objective(s):
1. Given a set of two-dimension figures, the student will explain in writing the steps necessary to find the area of a simple two-dimensional figure, 8 of 10 attempts.
2. Given a figure and some of the information for area of a two- dimension figure, the student
will apply the formula and find the missing information 8 of 10 attempts.
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MATERIALS AND RESOURCES |
Instructional Materials:
Smart Board, paper, pencils, Vocabulary foldable, handouts, 3x5 cards, Vocabulary—Trapezoid, height of trapezoid, kite, and rhombus, diagonal of kite/rhombus.
Resources:
Classroom text—Glencoe Geometry
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INSTRUCTIONAL PLAN |
Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):
Vocabulary from previous lesson, skills taught in lesson 1.
The purpose of this lesson is to identify special quadrilaterals and find the area of each.
In lesson 1, discussed area equivalence postulate, formulae for area of parallelograms and triangles. These will be expanded to find the area of trapezoids, kites and rhombi.
Discuss questions from lesson 1’s Ticket Out the Door.
New vocabulary—height of a trapezoid, diagonal of a rhombus/kite, trapezoid, rhombus, kite.
New formulas—area of trapezoid, area of kite, area of rhombus.
Add new information to vocabulary foldable—definitions on page 3, diagrams and formulae on back of page 2. (This will be part of Guided Practice)
Activity 1: Discuss questions from previous Ticket Out the Door. Address questions to ensure comprehension of yesterday’s lesson. Write information on the board. (7 min.)
Activity 2: Pass out assignment, group students with a partner, allow 10 minutes to complete “Guided Practice Exercises, 1—6, with instructions to complete together, get as many done as you can.” Walk among the groups answer any questions they may have. With several, may need to give directions in how to begin the problem.(23 min. I will allow extra time for them to work, this class is very low academically.)
Activity 3: Direct students to open Vocabulary Book to page 3 and write the definitions. Proceed to write “height of a trapezoid—perpendicular distance between the bases; diagonal of kite/rhombus the distance between opposite vertices; trapezoid—a quadrilateral with one set of parallel sides called bases, with one base longer than the other and the remaining sides congruent; kite—a quadrilateral with two sets of consecutive congruent sides; rhombus—a quadrilateral with four congruent sides.” Draw a diagram illustrating each definition. Write the formula to find the area of each quadrilateral and demonstrate how to use the information of the diagram to find the area. (30 min.)
1. Put examples on board, allow volunteers to come and work them, then explain their work. (10 min)
2. Assign questions 11-33 odd and #41 from section 1. (These pages will have to be photocopied directly from the book, there are only a set of texts from classroom use, not to take home.)
3. Assign questions 9-33 every other odd from section 2. (10 min.)
Ticket out the door. (5min).
Pedagogical Strategy (or Strategies):
This lesson incorporates partner work, group instruction, and opportunities for volunteers to demonstrate work samples, as well as an opportunity for observation of errors and areas of misunderstanding.
Differentiated Instruction:
This lesson utilizes kinesthetic and visual learning to accommodate English as a Second Language learners, and learners that need more than audio presentation.
Student Assessment/Rubrics:
I will use their questions from the “Ticket Out the Door” and their homework to evaluate their accomplishment of objectives. I will also use observations, and listening to the questions asked by the students. On the post-assessment, if they are able to complete the questions with 80% accuracy.
LESSON PLAN
Name: Deborah L. Ford 201833
WGU Task Objective Number: TWS Task 4
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GENERAL INFORMATION |
Lesson Title & Subject(s): Area of Circles and Sectors of Circles.
Topic or Unit of Study: Geometry—Area
Grade/Level: 9th grade
Instructional Setting:
Classroom, 15 students seated in rows, occasionally grouped for projects. Today will have groups of three work together, group assignment set by teacher.
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STANDARDS AND OBJECTIVES |
Your State Core Curriculum/Student Achievement Standard(s):
1. The student will use formulas to represent the area of geometric two-dimension figures. (Oklahoma State Department of Education, 2012)
a. Given a set of two-dimension figures, the student will explain in writing the steps necessary to find the area of a simple two-dimensional figure, 8 of 10 attempts.
b. Given a set of two-dimension figures, the student will demonstrate skill mastery by applying
the correct formula when translating a word problem to numeric expression, 8 of 10 attempts.
c. Given a figure and some of the information for area of a two- dimension figure, the student
will apply the formula and find the missing information 8 of 10 attempts.
Lesson Objective(s):
Students will apply formulae for area of a circle and sector of a circle with 80% accuracy.
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MATERIALS AND RESOURCES |
Instructional Materials:
Paper plates, scissors, pencils, Vocabulary foldable, 3x5 cards, assignment handouts, review activity on Smart Board.
Resources:
Glencoe—Geometry, chapter 11, section 3.
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INSTRUCTIONAL PLAN |
Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):
The students will review vocabulary from lessons 1 and 2.
Students will use this lesson to learn about the area of a circle and a sector of a circle.
Vocabulary—circle, radius, pi, circumference, sector of a circle, central angle,
Go over any questions from Lesson 2 Ticket out the Door. (5 min.)
Activity 1—assign students to groups of three and pass out paper plates and scissors. Assign one person in the group to physically perform task, others are responsible for ensuring the student performs the activity as instructed. Then everyone will work together to perform the second part of the activity.
Instructions: “Please listen carefully and follow my instructions. What shape is this paper plate? (Wait for answers.) “Circle” is correct answer. I want you to fold the plate in half. (Wait for them to do it.) Now, fold it in half again. (Wait) Fold it in half one more time.(Wait) Now unfold it, and cut it in to sections along the fold lines. (Wait and demonstrate how it is to be cut. When they finish, they should have 8 sectors of a circle.) What is this piece called? (sector of a circle is the answer they should give, or piece of a circle, anything that denotes part of the plate, not a whole. If no one says ‘sector of a circle’ label it for them after they have responded.) Now here’s a puzzle for you. Take the pieces you have cut and make a parallelogram. (Give 3-4 minutes, no help. Walk around and observe their processes. They will eventually alternate the pieces to form the parallelogram. Give praise and encouragement as they work.) Now you have created a parallelogram, how do you find its area? (Base times height) Okay, that will work for most of this parallelogram, what about the curved edges? (Have to use pi, should be part of their answer.) Using pi and the base times the height of the circle is the way this works. The base and height just happen to be the radius. True? (Wait for agreement or disagreement.) This is a visual representation for finding the area of a circle. But what if we only want the area of one piece? (Wait) (You have to divide it should be their answer) Division is a type of multiplication if you multiply by a fraction. (25 min.)
Activity 2. Take out your vocabulary books and turn to tab 4. On the back of Tab 3, draw a circle and a circle with a sector shaded. Please copy these formulas underneath the diagrams you have drawn. On tab 4, write these terms and definitions. Circle—a closed curve with all edges equidistant from the center; sector of a circle—an area of a circle bounded by a central angle. (15 min.)
Activity 3—draw a circle on the board. Draw in a radius and label it 4cm. Ask the students to find the area of the circle. (Ask volunteers for answers.) (Correct answer 50.3 rounded to nearest tenth, as requested in the text and practice exercises.) Next, draw another radius to make a central angle of 45 ˚. Label the angle with that measurement, and guide students to understand that the x of x/360 ˚ πr² is the measure of the central angle, and it represents just that part of the circle and will yield the area of that part of the circle. Next, have them calculate the area of the sector using the formula. (Wait, ask volunteers for answers.) After getting multiple answers, have the students take the entire area and divide by 8. (Wait, ask volunteers for answers. The two should be the same.) Ask “Why are these two the same?” (Wait, they should say that 45/360=1/8. And that was what they divided the first area by to get second answer. They should see that multiplying by a fraction is the same as dividing by a whole number.) (15 min.)
Pass out Section 3 practice exercises. Have students work on exercises 1 and 3. (5-7 min.) Questions they might ask "what if it only gives the diameter?” Answer—“what is the relation between the diameter and the radius?” They may also ask” what do I do?” Point to the examples on the board and tell them to look at their notes. Walk around and examine student’s work, point out errors with questions like “Is that the way to do that?” or “If you use that formula, will you get the answer you need?” when they answer no, ask “so what do you need to do?”
After all have finished, assign the rest of the odd exercises. Allow for questions and comments. Give them time to begin working on assignment in class. (15 min.)
Pass out 3x5 cards and display Ticket Out the Door on Smart Board. Have them copy and complete the questions/statements on the card and turn in as they leave. (3 min.)
Pedagogical Strategy (or Strategies):
This lesson incorporates cooperative learning groups and direct instructions.
Differentiated Instruction:
I used kinesthetic and visual activities for the ESL and visual learners in the group.
Student Assessment/Rubrics:
Using their Ticket Out the Door questions and the questions asked during the lesson, as well as their answers to the examples on the board, I will be able to ascertain comprehension. Then after they return their assignments, I will have written evidence. I also ask the regular class teacher for his feedback on the lesson.
LESSON PLAN
Name: Deborah L. Ford 201833
WGU Task Objective Number: TWS Task 4
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GENERAL INFORMATION |
Lesson Title & Subject(s): Area of regular polygons, composite figures, and using similarity to find information about two similar figures.
Topic or Unit of Study: Geometry—Area of polygons and using similarity.
Grade/Level: 9th grade
Instructional Setting:
Classroom with 15 students seated in desks arranged in rows.
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STANDARDS AND OBJECTIVES |
Your State Core Curriculum/Student Achievement Standard(s):
1. The student will use formulas to represent the area of geometric two-dimension figures. (Oklahoma State Department of Education, 2012)
d. The student will demonstrate skill mastery by applying area formulae to find the area of complex two-dimension figures in real life situations 8 of 10 attempts.
2. The student will prove geometric theorems applied to area, perimeter, and similarity. (Oklahoma State Department of Education, 2012)
a. When given a geometric theorem, the student will prove it algebraically, 8 of 10 attempts.
3. The student will apply geometric concepts in modeling situations.
a. When given a real life situation, student will demonstrate mastery of concept of area by
correctly applying the formulae needed to solve the problem 8 of ten attempts.
b. When given a description of a real life problem, the student will use geometric terms to describe the problem so that they can supply the appropriate formulae to solve the problem
8 of 10 attempts.
Lesson Objective(s):
1. Students will be able to apply the formula for area of regular polygon to find the area, or missing information, with 80% accuracy.
2. Students will use known formulae, definitions, and shapes to find the area of a composite figure with 80% accuracy.
3. Students will apply the rule of similarity to find unknown values in a set of similar figures with 80% accuracy.
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MATERIALS AND RESOURCES |
Instructional Materials:
Materials needed for this lesson: paper, pencil, vocabulary foldable, chalk and chalk board, review handouts for post-assessment during next lesson, exercise handouts for today’s lesson.
Resources:
Glencoe--Geometry
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INSTRUCTIONAL PLAN |
Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):
(e.g., anticipatory set, schema, purpose of lesson for students, connections to previous learning, definitions of terms reviewed)
(e.g., term definitions, concepts, processes and/or approaches)
(e.g., teacher directed, scaffolding, check for student understanding – including any questions to ask or anticipate from students)
(e.g., teacher monitored, check for student understanding – including any questions to ask or anticipate from students)
(e.g., review terms, concepts, and/or learning process; establish connections to the next lesson; check for student understanding – including any questions to ask or anticipate from students)
Pedagogical Strategy (or Strategies):
(e.g., direct instruction, cooperative learning groups, partner work)
Differentiated Instruction:
Describe accommodations for such groups as English Language Learners, hearing impaired, learning disabled, physically disabled, and/or gifted/accelerated learners.
Student Assessment/Rubrics:
Describe how you will know if students have met the objective(s) for this lesson (include pre- and post-assessment plans—formal and/or informal, summative and/or formative, etc.).
LESSON PLAN
Name: Deborah L. Ford, 201833
WGU Task Objective Number: TWS Task 4
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GENERAL INFORMATION |
Lesson Title & Subject(s): Area of Regular Polygons and Using Similarity
Topic or Unit of Study: Geometry
Grade/Level: 9th grade
Instructional Setting:
There are 15 students seated in desks arranged in an array of six by six. They face two chalkboards and a Smart Board.
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STANDARDS AND OBJECTIVES |
Your State Core Curriculum/Student Achievement Standard(s):
1. The student will use formulas to represent the area of geometric two-dimension figures. (Oklahoma State Department of Education, 2012)
2. The student will prove geometric theorems applied to area, perimeter, and similarity. (Oklahoma State Department of Education, 2012)
3. The student will apply geometric concepts in modeling situations.
Lesson Objective(s):
1. c. Given a figure and some of the information for area of a two- dimension figure, the student
will apply the formula and find the missing information 8 of 10 attempts on assigned problems and post-assessments.
d. The student will demonstrate skill mastery by applying area formulae to find the area of complex two-dimension figures in real life situations 8 of 10 attempts on assigned problems and post- assessments.
2. a. When given a geometric theorem, the student will prove it algebraically, 8 of 10 attempts on assigned problems and post- assessments.
3. a. When given a real life situation, student will demonstrate mastery of concept of area by
correctly applying the formulae needed to solve the problem 8 of 10 attempts on assigned problems and post- assessments.
b. When given a description of a real life problem, the student will use geometric terms to describe the problem so that they can supply the appropriate formulae to solve the problem 8 of 10 attempts on assigned problems and post- assessments.
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MATERIALS AND RESOURCES |
Instructional Materials:
Review handouts from previous lesson, pencils, calculators, Chapter 11 post-assessment.
Resources:
Glencoe: Geometry
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INSTRUCTIONAL PLAN |
Sequence of Instructional Procedures/Activities/Events (provide description and indicate approximate time for each):
Students will need all vocabulary previously taught, formulae for the area of a square, parallelogram, trapezoid, rhombus, kite, triangle, circle, sector of a circle, regular polygon, and similarity. They will need to remember all of the concepts taught, half of the period is dedicated to the post-assessment.
There is no new material to present. Today’s lesson is review, then post assessment.
Procedure:
1. Write the area formulae on the chalkboard. Go over using each one.
2. Draw examples of each type of figure on the board, allow volunteers to come work the problems on the board.
3. Review the vocabulary. State a term and have a student supply the definition, or state a definition and have a student supply the term. (40 min)
Guided practice occurs during review.
Post- assessment—pass out test packets randomly to every student. Pass out calculators and make sure everyone has a pencil.
Instruction—“Once you receive your test, you may begin. All talking ceases, and you will be assigned a seat for this test.” Begin at first desk against north wall and assign a student to sit there. Then assign a student to every other desk in each row. Walk among the students as they work to maintain test atmosphere and prevent cheating. As they finish, instruct them to remain in their seat and do a quiet activity—read a book, work on an assignment, doodle, etc. If some have not finished by the bell, take papers and tell them they will be graded only on what they finished. (45 min)
This Closing activity is presented first, due to nature of this lesson.
Pedagogical Strategy (or Strategies):
This lesson review was a presentation led by teacher and completed by volunteers, with other participants asking questions and getting answers from teacher or peers.
Differentiated Instruction:
Reviewing the vocabulary first to help them remember the terms and definitions; reviewing the formulae for the area of various polygons, simple and complex.
Student Assessment/Rubrics:
I will evaluate the post- assessment scores. If the students pass the assessment with 65% or better, they will score in the limited knowledge range on the EOI for this skill set. If they score 80% or better on the assessment, they will score in the proficient range on the EOI for this skill set. My hope is all would score 80% or better, but with the level of apathy in this group, just passing the assessment will fulfill my dreams.
McGraw-Hill. (2008). Geometry. Glencoe-McGraw Hill.
Oklahoma State Department of Education. (2012). Common Core State Standards for Mathematics. Retrieved April 1, 2013, from Oklahoma State Department of Education: www.ok.gov/sde
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